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BBPT Lesson

This document provides a lesson plan for a 5th grade social studies class on Jim Crow laws. Students will watch a short film about Jim Crow laws and have a class discussion. Then, they will use the online mind mapping tool Bubbl.us to create their own mind map about Jim Crow laws, including when and where they were enforced and other key facts. Students will organize their mind maps using color coding and include at least 5 subtopics. The activity aims to help students understand and remember information about Jim Crow laws in an interactive way.

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77 views

BBPT Lesson

This document provides a lesson plan for a 5th grade social studies class on Jim Crow laws. Students will watch a short film about Jim Crow laws and have a class discussion. Then, they will use the online mind mapping tool Bubbl.us to create their own mind map about Jim Crow laws, including when and where they were enforced and other key facts. Students will organize their mind maps using color coding and include at least 5 subtopics. The activity aims to help students understand and remember information about Jim Crow laws in an interactive way.

Uploaded by

api-465174218
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Beyond-­‐the-­‐Basic

 Productivity  Tools  (BBPT)  


Lesson Idea Name: Jim Crow Laws
Content Area: Social Studies
Grade Level(s): 5th Grade

Content Standard Addressed: SS5H6 Describe the importance of key people, events, and
developments between 1950- 1975.
a. Analyze the effects of Jim Crow laws and practices.

Technology Standard Addressed: Knowledge Constructor- students curate a variety of resources


using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): I planned this activity for all students to use this technology
tool to be able to express their thinking using organization and color coding. Bubble.us engages
student by including their representation to vary the display of information in a flexible format
including: the size of text, images, graphs, tables, or other visual content, contrast between
background and text or image, and the color used for information or emphasis. Using this tool for this
activity provides tasks that allow for active participation, exploration, and experimentation.

Lesson idea implementation: The project will be introduced after watching a short film on The Jim
Crow laws as well as having a class discussion. Before beginning the project, the students will explore
and get familiar with Bubble.us. The student will then be instructed to create their own Bubbl.us mind
map about what the Jim Crow Laws including when they were enforced, where, and any other facts
they wish to include. Students are free to incorporate any facts they find interesting or important,
related to the laws, that they wish to address in their project. Each student can include as many
subtopics that connect to the main topic as long as it is organized by color coding. Students should
have enough time to complete this project in one day during social studies (50min max).
During the time the students are working on the computer or tablets, the teacher will be roaming
the classroom checking for engagement and participation from the students. The teacher is to make
sure all students are on task, and answer any questions about the project they are working on. Students
will be assessed on the color coding (at least three different color should be used as the bubble
background), having at least five subtopics and correct information in their bubbles, and finally their
participation and engagement in exploring the tool. The teacher will provide positive feedback during
Spring  2018_SJB  
Beyond-­‐the-­‐Basic  Productivity  Tools  (BBPT)  
the class time and encourage students to be creative with their project. This is their project; they can
choose to resent the information in the layout they wish to. By the end of the project, students will be
familiar with the tool used as well as have learned about the Jim Crow laws other than just reading it
from the book. To conclude the lesson, each student can share one fact from their mind map to the
class that they learned about and found the most interesting. To extend the student’s learning to a
higher thinking level, this project could be assigned in groups instead of individually to have a two-
way collaboration with their peers outside of the classroom (integration).

Reflective Practice: The activity created could impact student learning by allowing them to
understand and remember information by creating and applying it into this tool. If this activity was
designed as an introductory activity to a unit of study, to further extend this lesson, students would
could also write a research paper based using the information they gathered about the Jim Crow Laws.
The mind map they created using Bubbl.us could be used as a brainstorming organizer to get them
started with their essay. Other technology tools that could further enhance this project are eBooks for
additional information to that was not mentioned in the video at the beginning of class.

Spring  2018_SJB  

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